rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Polling student voices for school improvement
    sub title: a guide for educational leaders
  title info:
    title: Polling students for school improvement and reform
  name:
    name part: Strom, Paris
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Strom, Robert D.
    role:
      role term: author.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2023
    edition: Second edition.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (viii, 212 pages)
  abstract: "The purpose of this book is to help secondary school principals and college faculty to fulfill their key role for continuous improvement planning of educational practices and safety at their institution. Rapid social and technological advances have motivated the consideration of student voice in schools across the United States. By merging student voice and educator expertise, an intergenerational perspective can emerge that more accurately portrays the strengths and limitations of a school. The authors Strom and Strom began their research on student voice by partnering with adolescents and principals from several schools to identify topics they saw as appropriate for polling to improve schools. This effort led to the development of ten polls on school stress, career exploration, time management, attention and distraction, tutoring, peer support, school cheating, frustration, cyberbullying, and Internet learning. Every poll contains 15 to 20 multiple-choice items. The process model for polling includes a step-by-step procedure that educational leaders can use to plan and implement school improvement. Different methods of data analysis and ways to report overall evidence-based school results are presented by age, gender, grade and ethnicity. Student polling is distinctive from other assessment strategies because the target for data gathering is a single school, without comparison to other schools. This narrow base to assess student voice ensures poll results are anonymous and have local relevance to guide stakeholder responses. The results of polling can provide data-based evidence that can be used for continuous education improvement planning. An additional benefit is to separately assess students in special education, gifted and talented programs, and second language acquisition learners. Our web site at learningpolls.org is intended to further inform educational leaders and invite their collaboration"--
  table of contents: Preface: A guide for educational leaders / Paris S. Strom and Robert D. Strom -- Part I: Mental health conditions of learning -- Chapter 1. Learning from students how to improve their school / Paris S. Strom, Robert D. Strom, and Charlotte I. Wing -- Chapter 2. High school student stress and school improvement / Paris S. Strom, Kelli L. Hendon, Robert D. Strom, and Chih-hsuan Wang -- Chapter 3. Frustration and self-control / Paris S. Strom and Robert D. Strom -- Part II: Identity and status conditions of learning -- Chapter 4. Career exploration and identity / Paris S. Strom, Robert D. Strom, and Leah S. Whitten -- Chapter 5. Time management / Paris S. Strom, Robert D. Strom, and Tricia Sindel-Arrington -- Chapter 6. Cheating and values / Paris S. Strom and Robert D. Strom -- Part III: Cognitive and academic conditions of learning -- Chapter 7. Student attention and distraction in community college / Paris S. Strom, Robert D. Strom, Tricia Sindel-Arrington, and Renée V. Rude -- Chapter 8. Assessment of internet learning for high school students / Paris S. Strom, Kelli L. Hendon, and Robert D. Strom -- Chapter 9. Tutoring support and student voice in middle school / Paris S. Strom, Robert D. Strom, Tricia Sindel-Arrington, and Chih-hsuan Wang -- Part IV: Social and emotional conditions of learning -- Chapter 10. How peers support and inhibit learning / Paris S. Strom, Kelli L. Hendon, Robert D. Strom, and Chih-hsuan Wang -- Chapter 11. Cyberbullying and student safety / Paris S. Strom, Robert D. Strom, and Julius J. Wingate. Author/Editor Bios.
  note: Paris S. Strom, Robert D. Strom.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    geographic code: n-us---
  subject:
    topic: School improvement programs
    geographic: United States
  subject:
    topic: Educational change
    geographic: United States
  subject:
    topic: Student participation in administration
    geographic: United States
  subject:
    topic: Students
    geographic: United States
    topic: Attitudes
  subject:
    topic: Education
    topic: Administration
    topic: General
  subject:
    topic: Educational administration and organization
  classification: 371.2/070973
  classification: 37.07
  related item:
    title info:
      title: Lifespan learning
  identifier: 9781806601332
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 231010
    record change date: 20250607123501.9
    record identifier: em-9781806601332
    language of cataloging:
      language term: eng